Date of Publication :10th February 2023

Abstract: The COVID-19 pandemic has impacted and disrupted the conventional face-to-face classroom settings in all levels of education and training since the beginning of early 2020 due to lockdowns and social distancing measures. Hasty transition from face-to-face to online education was the Hobson’s choice for most schools and institutions due to school closures and pressures from government and parents. The ASEAN University Network-Quality Assurance which offers quality assurance training for accreditation of study programmes to faculty members of universities in ASEAN is no exception and it faced the challenge of continuing its training offerings during the pandemic. Transiting to online learning without a well-thought-out plan on quality affects the effectiveness of learning. OneClass, a community of over 4 million+ university students, surveyed more than 1,000 colleges students in the United States on the quality of eLearning experience in April 2020 and found that 75% of the students were unhappy. The students’ dissatisfaction arises from the unpreparedness of the institutions and faculty, loss of hands-on experience, learning curve for new technology, unfavorable home learning environment and concerns over grades. Online teaching and learning without quality will not be sustainable and effective. The quality of online teaching and learning rests on the learning design embracing learning methods, learning environment and learning assessment. This paper identifies the success factors of designing quality online learning based on the pilot implementation of self-assessment report writing workshop. The success factors include pre-workshop instructions, training environment, delivery and assignment, interaction and engagement etc.

Reference :